Year 2 Curriculum Overview 2019 / 2020

Year group:Two

Autumn 17 weeks 2 days

Autumn 27 weeks

Spring 16 weeks

Spring 26 weeks

Summer 15 weeks

Summer 27 weeks

Maths

Number & Place Value

Addition & Subtraction

Multiplication Division

Number & Place Value Mass/Weight Counting & Money

Length/Mass & weight Shape 2D and 3 D

Assess & Review

Number/Place Value/Statistics

Addition & Subtraction

Capacity/Volume/Temperature

Fractions Position/Direction/

Time 2D and 3D shape Length and Mass Time

Capacity, Volume, temperature

Statistics Statistics ( including

finding the difference)Assess & Review

English Poetry – 2 weeks

Troll SwapLeigh Hodgkinson - 3 weeks

Novel:Trolls Go HomeAlan McDonald

Poetry – 1 week

NorbertJoanna Boyle (2018 – 2019) – 3 weeks *Using the plan from The Owl Who Was Afraid of the Dark.

Novel: The legend of Spud MurphyEoin Colfer

Poetry – 1 week

My name is not refugeeKate Milner – 3 weeks

Novel: Paddington

Poetry – 1 week

The Last Wolf Mini Grey – 2 weeks

NovelFantastic Mr Fox Roald Dahl

Revision unit:Grandad’s Secret Giant

David Litchfield – 3 weeks

Novel

Poetry – 1 week

The Sea MonsterChris Wormell – 3 weeks

The Secret of Black Rock

The BFGRoald Dahl

Outcome

Outcome Fiction: story with focus on characters Greater Depth Story about two independently invented contrasting characters who swap places

Outcome Non-chronological report: report about owls Greater Depth Alter the layout to include own subheadings and extra features

Outcome Fiction: story with adventure focus Extension: Instructions Greater Depth Story written in 1st person

Outcome Letter: letter in role as the character persuading to save the trees Greater Depth Real life letter to specific audience e.g. local MP

Outcome Fiction: story with moral focus Greater Depth Story from the point of view of the giant

Outcome

Greater Depth

Sentence

Use subordination (because) and co-ordination (and) Write expanded noun phrases to describe and specify

Use co-ordination (but, or) Add -ly to turn adjectives into adverbs

Write sentences with different forms: statement, question, exclamation, command Use subordination (apply because, introduce when) Use present and past tenses correctly and consistently (some progressive)

Use present and past tenses correctly and consistently Use the progressive form of verbs in the present and past tense Use subordination (apply because, when; introduce that)

Use subordination (if, that) Add -er and -est to adjectives Use homophones and near homophones

Use present and past tenses correctly and consistently including the progressive form Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but) Write expanded noun phrases to describe and specify Add suffixes to spell longer

words e.g. -ment,- ful

Text

Plan or say out loud what is going to be written about

Write for different purposes Read aloud with intonation Write down ideas, key words, new vocabulary

Write down ideas, key words, new vocabulary

Make simple additions, revisions and corrections

Puncuation

Punctuation Use punctuation correctly - full stops, capital letters

Punctuation Use commas to separate items in a list

Punctuation Use punctuation correctly - exclamation marks, question marks

Punctuation Use punctuation correctly - apostrophes for the possessive (singular)

Punctuation Use punctuation correctly – apostrophes for contracted forms

Punctuation Proof-read to check for errors in spelling, grammar and punctuation

Word

Throughout each unit of Pathways to Write there will be opportunities to apply word skills: Spell many words correctly by segmenting spoken words into phonemes and representing these

by graphemes Spell common exception words.

Agreed Additional Text:The Highway RatJulia Donaldson – 2 weeks

Agreed Additional Text:Jack and the bakedbean stalk – 2 weeks

Agreed Additional Text:The Man on the Moon Simon Bartrom – 2 weeks

Agreed Additional Text:The Disgusting SandwichGareth Edwards – 3 weeks

Agreed Additional Text:Traction ManMini Gray – 2 weeks

Agreed Additional Text:Lizzie and the birds (text and the handbook) – 2 weeks

Non Fiction Focus

Instructions (How to be a good troll)

Non-chronological reports (Penquin – missing page from an information book)

Recount in the form of a diary for Traction Man

Non Fiction Apply (Previous taught to apply

across LC or English)

Instructions (based on a real event/task)

Non-chronological reports (Leaflet links to Crosby)

Recount of trip to the beach (real life)

Class Author Study

Julia Donaldson Raymond Briggs Emily Gravett Jeanne Wilis Mini Grey Roald Dahl

Poetry focus

Michael RosenA Great Big Cuddle

Julia Donaldson“Question Time”Poem to Perform

CLPE ResourceFocus: reading, learning to recite, developing vocabulary.

Aoife MannixBilly McCool

King of the DinosaursCLPE Resource

Focus: reading, learning to recite, developing vocabulary.

Small World

Troll Den and Fairy Tales

Fairytale writing / retelling

Jack and The Baked BeanstalkSmall World Table

Theme

Houses and Homes Kenya and Us Significant British

Individuals - Chrostopher Columbus

Super Humans Great Fire of London

EYFS and Key Stage 1 Design a Garden for Arley

Hall

The Seaside

Educational Visits and

Residentials

Local walk in the community – Deakota Park, Local Area Study

Theatre Visit(Opportunity for Writing)

Crosby Residntial Visit

Geographical study – difference between Crosby

and Great Sankey

Eureka Museum Visit to Formby Beach and Picnic

(Geographical Study)Plan for end of Summer 1/early Summer 2

ScienceAsk simple questions and recognise that they can be answered in different ways;Observe carefully, using simple equipment;Identifying and classifyingUsing their observations and ideas to suggest answers to their questions;Gathering and recording data to help in answering questions.

What are our homes made of?

(Materials)

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, rock, brick, paper and cardboard for particular uses;

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

How can we grow our own Giant Beanstalks?(Plants)

Observe and describe how seeds and bulbs grow into mature plants;Find out and describe how plants need water, light and suitable temperature to grow and stay healthy..

How can you be the next sports star?

(Animals including Humans)

In Science children will deepen their knowledge about animas including humans. They will learn about basic needs of animals to survive and the importance of maintaining a healthy lifestyle Notice that animals, including humans, have offspring, which grow into adults;Find out about and describe the basic needs of animals, including humans for survival (water, food and air);Describe the importance for humans of exercise, eating the right amount of different types of food, and hygiene

Why would a giraffe not make a good pet?

(Living things and their Habitats)

Explore and compare differences between things that are living, dead and things that have never been alive;Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other;Identify and name a variety of plants and animals in their habitats, including micro-habitats;Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

History

Why were Christopher Columbus and Neil

Armstrong Brave people?

The lives of significant individuals in Britain's

past who have contributed to our

nation's achievements. Can they recount the

life of someone famous from outside Britain who lived in the past

giving attention to

The Great Fire of London

Samuel Pepys

Events beyond living memory that are significant

nationally or globally.

Can they use words and phrases like: ‘before I was born’, ‘when I was younger’?Can they use phrases and words like: ‘before’, ‘after’,

what they did earlier and what they did

later?Can they recount some interesting facts from an historical event?

Can they answer questions by using a

specific source, such as an information book?

‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning?Can they use the words ‘past’ and ‘present’ correctly?

Can they sequence a set of events in chronological order and give reasons for their order?

Can they find out something about the past by talking to an older person?

GeographyWhat can we find out

about Chapelford Village ?

Use the text - I am Here Where Are You by Anita

Jones /Sarah Horne

(Author will visit school)

Why Warrington? link

Use simple fieldwork and observational skills to

study the geography of their school and its

grounds and the key

Where would you like to live England or Kenya?

Where would you like to live England or Kenya ?

Understand geographical similarities and differences

through studying the human and physical geography of a

small area of the United Kingdom, and of a small area

in a contrasting non-European country. (Not the whole

country)

Name and locate the world’s seven continents and five

oceans.

I can find out about Africa (small area) by asking some

relevant questions to someone else

I can describe a place outside

Oh We Do Like to be Beside The Seaside .

I can describe some human features of a town, such as the jobs people do

I can say what they like and don’t like about a locality and another locality like the seaside

I can describe the key features of a place, using words like, ‘forest’, ‘hill’, ‘mountain’, ‘valley’

I can describe some physical features of a town

I can find out about a town by asking some relevant questions to someone else

Key Vocabulary;Village, factory, house, office, harbour, shop, cliff,

human and physical features of its surrounding

environment.

Use aerial photographs and plan perspectives to recognise landmarks and

human and physical features, devise simple maps, construct basic

symbols and keys

I can label a diagram or photograph using some

geographical words

I can say what they like and don’t like about their

locality.

I can describe some places which are not near

the school

Do I think that people ever spoil the area?

How?

Key Vocabulary;Village, factory, house, office, harbour, shop,

cliff, forest, hill, mountain, soil, valley,

vegetation, address

Europe using geographical words

Use aerial photographs and plan perspectives to recognise

landmarks and human and physical features, devise

simple maps, construct basic symbols and keys

Key Vocabulary:Asia, Africa, North America, South America, Antarctica,

Australia, Oceania, Australasia, Europe, oceans:

Arctic, Southern, Pacific, Atlantic, Indian, fieldwork,

plan, aerial photograph, map key symbols, continent, globe,

atlas

forest, hill, mountain, soil, valley, vegetation, address

Art Drawing

Experiment with a variety of media; pastels, charcoal,

ballpoints, chalk.

Use differently textured and sized media.

Sculpture

Manipulate malleable materials in a variety of

ways including rolling and kneading.

Explore sculpture with a

Printing

Make simple marks on rollers and printing

palettes.

Take simple prints i.e. mono printing‐

Textile

Weaving

Match and sort fabrics and threads for colour, texture,

length, size and shape.

Painting

To explore tha painting techniques of

Hundertwasser - colour mixing, shade ,

perspective and texture (preliminary studies)

using a range of paints – acrylic based and translucent paint

(Brusho)

To use a variety of tools and diferent techniques –

brush sizes and tools.

Mix colours

Colour – identfy primary colours by name

Create texture within paint by adding sources –

Beads

See collage pictures in school interview room.

Collage

Create images from s variety of media of African Art – photocopies, maerial, art

works, books

African pattern

Arrnage and glue to a varity of backgrounds

Sort and group for puspose

Fold, crumple, tear – overlap images,

Work on different scales

Linked to African geography study

Colour – Collect,sort, name, match – appropriate for an

image.

Shape – Create and arrange shapes appropriately

Create texture by weaving materials – paper and natural

resources through recycled materials

Observe and draw shapes from observations. Draw

shapes in between objects. Invent new shapes.

Investigate tone by drawing light/dark lines, light/dark patterns, light

dark shapes et

range of malleable media Manipulate malleable

materials for a purpose, e.g. pot, tile.

TextureChange the surface of a malleable material. e.g.

build a textured tile.

Change and modify threads and fabrics, knotting, fraying,

fringing, pulling threads, twisting, plaiting.

Create fabrics by weaving materials i.e. grass through twigs, carrier bags on a bike

wheel.

Create cords and plaits for decoration.

Weaving and wrapping pebbles.

Artisit Study HundertwasserFocus on homes and

Buildings

Edward Saidi Tingatinga in 1968.

https://art-

Anthony Gormley(Crosby)

Henry Moore

Suggested Material: Air

Artist Study Arcimboldo, Giuseppe

(print with fruit/vegCarolyn Saxby

Seaside Weaving using recycled materials

educ4kids.weebly.com/african-art.html

Tingatinga paintings originated in Tanzania .Edward began his work painting under a Baobob

tree. His work consisted of bright, bold colours, simplistic

designs, inspired by his surroundings in Africa .

Drying Clay www.textileartist.org

Design Technology

Make a Troll House Templates and joining

techniques.

DESIGN – generate, develop,model ad

communicate their ideas through drawing,

templates, mock ups

MAKE – select and use a wide range of materias

and componenents according to their

characteristics (link with science)

EVALUATE – EVLAUATE A RANGE OF EXISTING

PRODUCTS – MATERIALS THAT ARE USED TO MAKE

a puppet?

TECHNICAL KNOWLEDGE – use materials and tools

appropriate to the design.

Healthy Living week.

Focus

Can they design their own healthy plate?Preparing fruit and vegetables

DESIGN – generate, develop,model and

communicate their ideas through drawing,

templates, mock ups

MAKE – select and use a wide range of materias and

componenents according to their characteristics.

Technical - Children examine a range of fruit/vegetables. Use questions to develop children’s understanding.

Evaluate - Which fruit/vegetables might be the best for our product to match the occasion/purpose? – Healthy.

Mechanisms

Focus

Sliders and Levers

Can they make a map of the physical features of a town they are studying? Map to have some sort of pop-up feature – eg, church or town hall.

DESIGN – generate, develop,model and

communicate their ideas through drawing, templates,

mock ups

MAKE – select and use a wide range of materias and componenents according to

their characteristics.

EVALUATE – EVLAUATE A RANGE OF EXISTING

PRODUCTS – MATERIALS THAT ARE USED TO MAKE

pop-up features

Cooking Opportunities

Cooking African Cooking – Cakes and Christmas Treats

Space and exploreres food! Design a perfect beach Picnic

Music

Hands, feet and heart Ho, Ho, Ho! I wanna play in a band! Zootime Friendship song Reflect, rewind and replay!

Computing

Digital Literacy

Computer Networks

Staying Safe Online

Creativity

Sites I Like

Productivity

Screen Out The Mean

Creativity

Using Keywords Programming

Communication

Follow the Digital Trail

PE

Real PE Unit 1

Dance Linked to Topic

Real PE Unit 2

Gymnastics

Real PE Unit 3

Games – Football

Real PE unit 4

Athletics

Real PE Unit 5

Games

Real PE Unit 6

Gymnastics 3 weeksDance 4 weeks

Religious Education

How do we respond to the

things that really matter?

(Worship)

Islam

Why do some people have religious rituals?

Christianity – Jesus

What makes us go ‘Wow’ or makes us think hard?

Christmas

Sikh Dharma

Does worship have to happen in a special place?

Chinese New Year

Christianity – Easter

How and why is celebrating and remembering important

in religion and worship?Easter

Hindu Dharma

What is really important? Why is this? How can we show this? Can worship help people remember

what is important?

Christianity

What makes us go “WOW” and think hard?

PHSCE

Local CommunityShops, services and advertisingCommunity around them & who can helpLook after local communityWhat harms/helps the local environment?

**Kidsfe Revision Unit**

Celebrating and Recognising DifferenceAnti-Bullying weekSimilarities and differences between peopleFeelingsWhat makes us unique?Stereotypes

** Pants – NSPCC** Revision

Changing Friendships & RelationshipsQualities of a good friendHow to deal with making and losing friendsFeelings associated with changeManage feelings positively and effectively

Taking ChargePersonal valuesMaking choicesRecognise that their actions have concequencesJobsMoney

Health and Wellbeing: My BodyValue bodiesBody PartsNeed for a healthy lifestyleDiseaseMedicines/drugs

Looking ForwardResponsibilityTrustReliabilityRespectDiscussionAchievements and goals

Chatacter Education –

Missions

The QueenThe Longest Reign

PochahontasTrouble in the Tribe

Samuel PepysLondon’s Burning